SPECIAL EDUCATIONAL NEEDS - 2

 

SPECIAL EDUCATIONAL NEEDS

 

Bring about a special change

 

IT IS IMPORTANT TO ADOPT A SYSTEMATIC APPROACH TO INSTIL DISCIPLINE IN CHILDREN WITH SPECIAL NEEDS,

 

WHY do some children with special needs behave badly in schools? It is because they do not want to be lconsidered dumb or incapable of learning. Every time we remind them of their learning inadequacies we make them appear either dumb or bad. They prefer to appear bad in such a situation. Therefore, the simplest way to solve behaviour problems in children with special needs is to help them become a capable and a successful learner. 

   Most of us resist change. And special kids too find it extremely difficult to change their ways. Once a child is characterised as "difficult", it may be more comfortable for him or her to stay in that position than change his/her behaviour. 

   Bringing change in behaviour of special children by scolding, lowering grades, giving detention or calling their parents will make them comply with the situation but for a short time. The loss of their dignity usually leads them to retaliate. Often their retaliation is passive and they start forgetting things, appear helpless and blame others. Eventually their behaviour forces you into another act of coercion. 

   To bring change in the behaviour of special children, it is important for teachers and parents to change first. Good behaviour in children will follow. Here are a few strategies for maintaining effective discipline in children with special needs: 

   

• Make sure that the curriculum is stimulating and worth learning for special children 

   

• Keep talk to a minimum. For kids with behaviour disorders and/or language processing problems, too much of "teacher talk" is frustrating and even annoying. 

   

• Use some non-verbal cues for indicating what you want kids to do or stop doing.To indicate that a student should stop a particular behaviour — raise your hand above your head, count "1" and hold up one finger for 10 seconds. Add two more fingers at 10-second intervals. To indicate that a child should move to the time-out place — use a referee's "time-out" hand signal. To indicate that someone has made an appropriate behaviour choice, give a "thumbs-up" signal 

   

• Be consistent and fair 

   

• Avoid overusing negative or hostile eye contact 

   

• Anticipate situations that are likely to cause problems and brainstorm possible solutions with the child 

   

• Listen to the complaints made by students and challenge them to come up with workable solutions 

   

• Establish and reinforce simple classroom rules 

   

• Help children to remain calm 

   

 

 

 

 

 

Sunil Sharma

   Moderator

Dil Se Desi Group

&

www.dilsedesi.org